10/27/09 - Hi everyone, the programs we used to edit the video in our presentation are Roxio VideoWave 10 and Windows Movie Maker. -- Brian
Hey guys,
As you may know, some of us stayed behind a little bit after EDUC2000 today (Fri, Oct. 9) to talk about issues we feel could be addressed regarding how our CMYR2400 class is going. I am hoping we can articulate how we would like this course to be run. And even if it does not change satisfactorily this term, we can better the course for those who follow.
We are looking for some specific suggestions of something you want to see in our Communications class, or some change you would like to see, whether in content, teaching or context. Please, just add your suggestions here:
General Topics of Discussion: (1) relevancy to the classroom (i) relate lessons to theories/practice of language in the classroom (ii) how we can use technology to communicate (2) clarity (i) of assignment specifications (ii) of the topics of discussion
Please note that this is merely a method for us to communicate some suggestions for the classroom, as you may also appreciate feedback in your own professional practice.
Comment:
Hi, I think specific suggestions is great! I really liked how he put up the agenda in the last class, it helped me a lot. Below is a blog I wrote last week after the meeting...I'm not sure if it worked on moodle so I'm posting it here (please feel free to put this in a better space, I kept clicking on "Include Comments" but nothing happened). Just some of my thoughts....Diana.
In Beyond Monet, it was suggested that learning is an emotional experience as well as an intellectual one. I'm finding that this is certainly true especially when I encounter confusion and frustration in my classes. The last assigned reading about Semiotics was frustrating to read because it is a topic which I am not familiar with. Despite this frustration and my attempt to relate the article to education, I found the process of reading unfamilar material an important one in which to reflect on. I wonder if my students would approach me if they found the course content/programming too difficult/confusing? I also wonder how would I want my students to approach me if they wanted to voice their opinions and I wonder how would I take their criticisms? I also wonder how would I approach their problems and how would go I about solving these problems?
What I like about this course is the openess of creating a course syllabus which is dynamic, catered to our interests. However, this dynamic constant revision is frustrating because it is a new and unfamilar process. I contrast the changing syllabus to other courses and it is not what I am systematically accustomed to. I reflect on this frustration as well and wonder if I would be able to create a syllabus which changes over time and would my students be receptive to it? What I also like but am frustrated about is the multiple ways in which we can hand in our assignments. I wonder too if I can implement this in my own teaching and if my students will be receptive of such a flexible manner in which to present their work? In this class, I may not remember in the future about the details of Semiotics but I will certainly remember the people and their work: Mohammed Ali's wonderfully creative piece about baseball, Louisa's video about her dog experiment, Jessica's children storybook, Brian's video with his daughter's dolls. And before there was Emma's clever play of horses in her powerpoint presentation, and who can forget Kyle's expression of language learning on video? Can schooling be more than just the content of the course and actually revolve around learning about the people of the classroom?
Courses
Table of Contents
EDUC3310
FNDS/EDUC3300:
blog:http://blogs.yufe.ca/ippolito3300/
Password: 3300
CMYR2400:
moodle:https://moodle09.yorku.ca/moodle/course/view.php?id=4434
10/27/09 - Hi everyone, the programs we used to edit the video in our presentation are Roxio VideoWave 10 and Windows Movie Maker. -- Brian
Hey guys,
As you may know, some of us stayed behind a little bit after EDUC2000 today (Fri, Oct. 9) to talk about issues we feel could be addressed regarding how our CMYR2400 class is going. I am hoping we can articulate how we would like this course to be run. And even if it does not change satisfactorily this term, we can better the course for those who follow.
We are looking for some specific suggestions of something you want to see in our Communications class, or some change you would like to see, whether in content, teaching or context. Please, just add your suggestions here:
General Topics of Discussion:
(1) relevancy to the classroom
(i) relate lessons to theories/practice of language in the classroom
(ii) how we can use technology to communicate
(2) clarity
(i) of assignment specifications
(ii) of the topics of discussion
Please note that this is merely a method for us to communicate some suggestions for the classroom, as you may also appreciate feedback in your own professional practice.
Comment:
Hi, I think specific suggestions is great! I really liked how he put up the agenda in the last class, it helped me a lot. Below is a blog I wrote last week after the meeting...I'm not sure if it worked on moodle so I'm posting it here (please feel free to put this in a better space, I kept clicking on "Include Comments" but nothing happened). Just some of my thoughts....Diana.
In Beyond Monet, it was suggested that learning is an emotional experience as well as an intellectual one. I'm finding that this is certainly true especially when I encounter confusion and frustration in my classes. The last assigned reading about Semiotics was frustrating to read because it is a topic which I am not familiar with. Despite this frustration and my attempt to relate the article to education, I found the process of reading unfamilar material an important one in which to reflect on. I wonder if my students would approach me if they found the course content/programming too difficult/confusing? I also wonder how would I want my students to approach me if they wanted to voice their opinions and I wonder how would I take their criticisms? I also wonder how would I approach their problems and how would go I about solving these problems?
What I like about this course is the openess of creating a course syllabus which is dynamic, catered to our interests. However, this dynamic constant revision is frustrating because it is a new and unfamilar process. I contrast the changing syllabus to other courses and it is not what I am systematically accustomed to. I reflect on this frustration as well and wonder if I would be able to create a syllabus which changes over time and would my students be receptive to it? What I also like but am frustrated about is the multiple ways in which we can hand in our assignments. I wonder too if I can implement this in my own teaching and if my students will be receptive of such a flexible manner in which to present their work? In this class, I may not remember in the future about the details of Semiotics but I will certainly remember the people and their work: Mohammed Ali's wonderfully creative piece about baseball, Louisa's video about her dog experiment, Jessica's children storybook, Brian's video with his daughter's dolls. And before there was Emma's clever play of horses in her powerpoint presentation, and who can forget Kyle's expression of language learning on video? Can schooling be more than just the content of the course and actually revolve around learning about the people of the classroom?
EDUC3400:
blog:http://blogs.yufe.ca/ippolito3400/
Password: 3400
EDUC2000:
moodle:https://moodle09.yorku.ca/moodle/course/view.php?id=4510